Mentoring Scholars: Building a Network for Research in the Field of Mentoring

• In Event: Mentoring Scholars: Building a Network for Research in the Field of Mentoring

Abstract

Preparing new superintendents to be ready for the complexities of leadership today is critical. Mentoring provides a supportive and confidential structure for these new district leaders during the initial years of practice. Current mentoring programs for educational leaders often consist of “buddy-like” relationships that provide situational problem-solving and random attempts at helping with immediate problems (Villani, 2006). Successful mentoring and induction programs succinctly identify variables important to the success of new superintendents. Crocker and Harris (2002) cited new leaders need time and ongoing opportunities to talk with experienced mentors. A thoughtful selection process matching the mentor and mentee according to demographic and experience is paramount to promoting understanding of the position responsibilities and moving towards trusting and confidential relationships. Guidelines for mentors to assist in shaping meaningful experiences during mentor/mentee interactions, as well as training for mentors on coaching skills that build inquiry and reflection are essential (Cheliotes & Reilly, 2010). Dukess (2001) validated that clear guidelines for both mentor and mentee and non-evaluative dialogue are keys to a successful mentoring program for educational leaders. This research initiative highlights one model mentoring and induction program in a Midwestern state for new superintendents. This structured program provides on-site mentoring, networking through regional cohorts, monthly checklists, and professional learning.

This presenter’s work focuses on mentoring novice superintendents in a state-approved mentoring and induction program in a Midwestern state. The hallmark of this program is a focus on building leadership capacity. The program is aligned to state and national leadership preparation standards and provides training to develop coaching skills of its mentors. New superintendents are carefully matched with experienced state superintendents, considering geographic location, size, and responsibilities of the new leader when selecting mentors. Mentors also complete performance observations and review monthly checklists along with critical tasks associated with the position such as board member training and leadership of the governing school board. Networking through professional organizations is another focal point for the program in building leadership capacity. Many superintendents face defined challenges serving in isolated locations or in holding multiple roles. This program provides a framework of support intended to help each new school district leader grow professionally in the context of their individual district. Author and Author X (2017) noted that one of the most significant contributions of a mentor is to help new superintendents explore their own leadership strengths in the context of decisions they are called upon to make in their local setting.

In 2019-20, this program’s perception survey data from new district mentees and mentors indicated that 100% agreed that interaction with a mentor helped them solve problems in their local districts and 100% of mentees agreed that the program helped them grow professionally. Mentees responded with 98% agreement that face-to-face mentoring met their needs. On a scale from 1 to 10, mentors rated the mentoring and induction program 9.29 in being an effective support program for first year district leaders. Mentees agreed, rating the same item 9.11.

Authors

• Kathleen Mary Cowin, Washington State University - Tri-Cities

• Donna Augustine-Shaw, Kansas State University

• Patty J. Horn, Northern Arizona University

• Dana M. Griggs, Columbus State University